The Pittsburgh Public Schools last night said it would consider moving five classrooms and already had taken other steps to allay parents' concerns about the relocation of about 400 special education students as part of the district's reorganization last year.

The district did not apologize for what parents described as a tumultuous school year for some students, but said it had learned from the experience.

In a written response to complaints made by a parent-led advocacy group called the Pittsburgh Local Task Force on the Right to Education, district officials said they would consider relocating classrooms at Morrow Elementary School, King Accelerated Learning Academy, Miller African-Centered Academy and Fulton Academy of Geographic and Life Sciences. The district also agreed to consider relocating a classroom at Schenley High School.

Parents had criticized the rooms because they were aesthetically unappealing or isolated from regular classrooms.

District officials and task force members discussed the district's response at a meeting last night at Achieva, a disability-services organization on the South Side.

The task force turned down the Pittsburgh Post-Gazette's request to attend the meeting but provided a copy of the district's report, prepared by Ellen Estomin, senior program officer for special education.

Besides considering the relocation of five classrooms, the report addressed complaints about a communications shortfall. Parents said the district gave them little time to prepare their children for new school assignments, did not explain their options or rights, and offered little help with the transition.

"The magnitude of the right-sizing plan was a new experience ... and although we have learned from this experience, we hope that massive closing and relocations will not reoccur," Ms. Estomin's report said.

The district closed 22 schools and shifted thousands of students to trim excess capacity, save money and concentrate students in the district's higher-performing schools. The district initially relocated classrooms for students in regular education and students needing learning support, then found space for 30 "regional support classrooms," serving 400 children with autism, hearing impairments and other disabilities.

Parents said the two-pronged approach led to the inappropriate placement of some support classrooms.

J. Kaye Cupples, executive director of support services, on Monday said the district would consider relocating classrooms at Fulton, Morrow and Schenley High. Ms. Estomin's report said the district also would consider relocating classrooms at Miller and King.

In at least one case, Dr. Cupples said, the classroom probably would be moved to another school.

Tina Calabro, a task force leader, said King's principal is considering a redesign of the school and would consider special education as part of any new layout.

Ms. Calabro said the district will consider reopening a classroom at Greenfield Elementary School for students needing emotional support. The district closed the special education classroom there in December and transferred students to other schools to make room for a regular classroom.

The district's report outlined other steps that had been taken to address complaints about operation of special education classes at individual schools. In some cases, that meant bringing in additional staff or providing additional training to teachers.

Ms. Calabro said the district was making a good-faith effort to address concerns.

Dr. Cupples said the district and task force are "well on our way" to resolving complaints.